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Programming

Technology education involves the process of designing and then making what has been designed. Through this process students develop a greater appreciation of the significant decision-making involved and develop critical thinking skills.

Questions to consider

Is there someone in the community, such as a local preschool or childcare centre, who may have a product need?

Is there a local event or similar opportunity arising in the community to develop a product?

Is there an abundance of resources, for example, seasonal food or leftover materials, available to be used?

Is there local expertise, such as an architect, textile artist or craftsperson who is keen to help?

Step 4 – plan with students

Introduce the design project to your students. Explain the non-negotiable aspects of the project and the negotiable aspects.

Specify the learning and assessment expectations and additional aspects such as:

time, money, materials and facilities available

expertise and community support available

need or opportunity

the user.

Negotiate with students any flexible aspects of the design project.

Decide on an appropriate design task with the students.

Please turn on the javascript option. At this point students are ready to start their design project.

The design process – evaluating

Planning, managing and evaluating are essential for each of the above steps. Students must review actions, milestones, time and financial plans. Ongoing evaluation, related to the criteria of success, informs the students’ decision-making at each step.

At the conclusion of the project students reflect and learn about the processes used and outcomes.

Common technological language

Throughout Kindergarten to Year 12 students are encouraged to use consistent language when describing the technology process. Students:

Students consider the user, the client, the available resources and social, ethical and environmental issues. They establish the criteria for a successful design solution, set milestones and define the constraints for the project in a statement or brief.

Students explore options, consider existing solutions, generate alternatives, represent and refine ideas and develop options. They identify, explore and select resources such as techniques, materials and equipment that will best achieve the solution, taking into account the short-term and long-term impacts of their decisions and actions.

NSW Department of Education

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This information is current as at 15/09/2019 07:27pm, AEST. For the most up-to-date information, go to https://education.nsw.gov.au/our-priorities/strengthen-teaching-quality-and-school-leadership/school-leadership-strategy-at-a-glance.